Personal Mandalas
Unit Theme: Radial Symmetry
Lesson: Personal Mandalas
Integrated Subject: Math
Level: Forth Grade
Projected Time: 30 min
Lesson: Personal Mandalas
Integrated Subject: Math
Level: Forth Grade
Projected Time: 30 min
Lesson Overview
Students will learn and use the fundamentals of radial symmetry as they create a mandala-like design with white plates, markers, pens, color pencils and cut out paper shapes (optional). The student will incorporate math concepts and techniques such as fractional parts, measurement, and symmetry. Student will show their creativity and imagination.
Materials
Each child will need:
- Pencil
- 1 white plate
- Large Sheet of Paper (to cover table)
- Ruler
- Scissors
- Glue Stick
- Kneaded Rubber Eraser
- Colors Pencils
- Markers/ Sharpie
- Construction/ Colored Paper (multiple colors)
Image of Teacher Exemplar
Vocabulary
Symmetry: If a line is drawn through the middle of an object, both sides are exactly the same.
Reflection: A mirror image.
Line: a dot that moves out into space
Form: the shape of something
Unity: All the parts work together to make the whole.
Pattern: A decorative design
Mandala: A religious circle that has meaning. (In this case a personal circle)
Reflection: A mirror image.
Line: a dot that moves out into space
Form: the shape of something
Unity: All the parts work together to make the whole.
Pattern: A decorative design
Mandala: A religious circle that has meaning. (In this case a personal circle)
Visual Culture Component
Radial symmetry is used everywhere around us. Whether its nature, clothing, art, or even food, radial symmetry is shown constantly everyday. Great examples of radial symmetry are flower patterns, cake designs, kaleidoscope, and so forth.
Math Standards
Use place value understanding and properties of operations to perform multi-digit arithmetic.
4. Fluently add and subtract multi-digit whole numbers using thestandard algorithm.
Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit.
1. Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit.
Draw and identify lines and angles, and classify shapes by properties of their lines and angles.
1. Draw points, lines, line segments, rays, angles (right, acute, obtuse),and perpendicular and parallel lines. Identify these in two-dimensional figures.
2. Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size. Recognize right triangles as a category, and identify right triangles.
3. Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts. Identify line-symmetric figures and draw lines of symmetry.
Visual Arts Standards
Standard 1: The student will demonstrate competence in the use of ideas, materials, techniques, and processes in the creation of works of visual art.
Indicators
VA4-1.1 Identify the materials, techniques, and processes used in a variety of
artworks.
VA4-1.2 Explain the reasons that different elements and principles of design
each cause their own distinct response in one who is creating or viewing
artworks.
VA4-1.3 Use a variety of media, techniques, and processes to create works of
visual art.
VA4-1.4 Select and use the most effective materials, techniques, and processes
to communicate his or her ideas, experiences, and stories through works
of visual art.
VA4-1.5 Use all art materials and tools in a safe and responsible manner
Standard 2: The student will use composition and the elements and principles of design to communicate ideas.
Indicators
VA4-2.1 Explain the differences in the composition and design of various works of visual art and the ideas they convey.
VA4-2.2 Explain the reasons that different elements and principles of design each cause their own distinct response in one who is creating or viewing artworks.
VA4-2.3 Use visual structures and functions of art to create artworks that communicate ideas.
VA4-2.4 Describe the ways that his or her use of organizational principles and expressive features evoke the ideas he or she intended to convey in a work of visual art.
Standard 3: The student will examine the content of works of visual art and use elements from them in creating his or her own works.
Indicators
VA4-3.1 Identify and describe the content in a work of visual art.
VA4-3.2 Select and use subject matter, symbols, ideas, and the elements and principles of design to communicate meaning through his or her art making.
VA4-3.3 Discuss the ways that choices of subject matter, symbols, and ideas combine to communicate meaning in his or her works of visual art.
Standard 6: The student will make connections between the visual arts and other arts disciplines, other content areas, and the world.
Indicators
VA4-6.1 Identify similarities and connections between the visual arts and other subjects in the school curriculum.
VA4-6.2 Discuss and compare the similarities and differences between the visual arts and other arts disciplines.
VA4-6.3 Discuss and write about the ways that skills from another area of the curriculum are used in the visual arts.
Indicators
VA4-1.1 Identify the materials, techniques, and processes used in a variety of
artworks.
VA4-1.2 Explain the reasons that different elements and principles of design
each cause their own distinct response in one who is creating or viewing
artworks.
VA4-1.3 Use a variety of media, techniques, and processes to create works of
visual art.
VA4-1.4 Select and use the most effective materials, techniques, and processes
to communicate his or her ideas, experiences, and stories through works
of visual art.
VA4-1.5 Use all art materials and tools in a safe and responsible manner
Standard 2: The student will use composition and the elements and principles of design to communicate ideas.
Indicators
VA4-2.1 Explain the differences in the composition and design of various works of visual art and the ideas they convey.
VA4-2.2 Explain the reasons that different elements and principles of design each cause their own distinct response in one who is creating or viewing artworks.
VA4-2.3 Use visual structures and functions of art to create artworks that communicate ideas.
VA4-2.4 Describe the ways that his or her use of organizational principles and expressive features evoke the ideas he or she intended to convey in a work of visual art.
Standard 3: The student will examine the content of works of visual art and use elements from them in creating his or her own works.
Indicators
VA4-3.1 Identify and describe the content in a work of visual art.
VA4-3.2 Select and use subject matter, symbols, ideas, and the elements and principles of design to communicate meaning through his or her art making.
VA4-3.3 Discuss the ways that choices of subject matter, symbols, and ideas combine to communicate meaning in his or her works of visual art.
Standard 6: The student will make connections between the visual arts and other arts disciplines, other content areas, and the world.
Indicators
VA4-6.1 Identify similarities and connections between the visual arts and other subjects in the school curriculum.
VA4-6.2 Discuss and compare the similarities and differences between the visual arts and other arts disciplines.
VA4-6.3 Discuss and write about the ways that skills from another area of the curriculum are used in the visual arts.
Objectives
The goal is for the student to gain basic knowledge, skills and experience with symmetrical design as they incorporate mathematical skills in the creation of original mandalas.
- The student will produce an original mandala.
- The student will incorporate measurement skills in producing his or her project.
- The student will incorporate geometric understandings and skills in producing his or her project.
- The student will incorporate transformational understandings to properly produce his or her project.
- The student will associate concrete ideas with appropriate vocabulary.
Procedures
Set up: Place supplies in front of every students work area before class time.
o Discuss with the class the concept of mandalas and radial design, describing process and procedures as well as incorporating vocabulary words (Written on board or displayed in advance)
o Show an example to the class and the process for visual learners.
o Students will fold white plate with circle in half, then half again, and half again. Open out to find 8 equivalent sections of the circle.
o Students will draw design in one section, and use the shapes and glue sticks given to them if necessary, making sure that design reaches to folds on each side in some places. Design can be something personal, something from nature, historical, etc.
o Students will then rotate their plates and mirror their design. Repeat until all eight sections are filled. (Teachers should walk around the class and help those that can not mirror designs as well as others)
o Using colored pencils, markers, and sharpies, students will color each section exactly the same. (If students are able, try mixing colors.)
o Discuss with the class the concept of mandalas and radial design, describing process and procedures as well as incorporating vocabulary words (Written on board or displayed in advance)
o Show an example to the class and the process for visual learners.
o Students will fold white plate with circle in half, then half again, and half again. Open out to find 8 equivalent sections of the circle.
o Students will draw design in one section, and use the shapes and glue sticks given to them if necessary, making sure that design reaches to folds on each side in some places. Design can be something personal, something from nature, historical, etc.
o Students will then rotate their plates and mirror their design. Repeat until all eight sections are filled. (Teachers should walk around the class and help those that can not mirror designs as well as others)
o Using colored pencils, markers, and sharpies, students will color each section exactly the same. (If students are able, try mixing colors.)
Artist Connection
Paul Barchilon
Ceramic artist Paul Barchilon creates intricate designs that take us on a voyage of discovery within the circle, delineating patterns that repeat through different symmetries. Mr. Barchilon has traveled the world, researching pattern and line designs in India, Turkey, Spain, Peru, and China. Barchilon was born and lives in Boulder, Colorado. He studied ceramics at the University of Colorado but it was not until he began to explore Moroccan art that he found his niche.
Ceramic artist Paul Barchilon creates intricate designs that take us on a voyage of discovery within the circle, delineating patterns that repeat through different symmetries. Mr. Barchilon has traveled the world, researching pattern and line designs in India, Turkey, Spain, Peru, and China. Barchilon was born and lives in Boulder, Colorado. He studied ceramics at the University of Colorado but it was not until he began to explore Moroccan art that he found his niche.
Evaluation
- Students mandalas are symmetrical.
- Students used rulers to measure the position of their design.
- Students used their vocabulary learned earlier in their works.
- Students used geometric skills to complete their works,
Resources
Students Works
Reflection
Overall i felt that the presentation was efficient. There were a couple topics that i forgot to mention, like the grade (4th) that the lesson was for. The presentation time span was a perfect 30 minutes. Every student was done with their project in the time limit and didn't have to wait for everyone else to finish because spare time was clean-up time. I could've explained the religious background behind the mandalas just a little more, but not too in depth. I felt comfortable with the class and kept them attentive by giving suggestions for alternative designs, such as: necklaces, toys, and belt buckles.